EUA Convention of European Higher Education Institutions Graz, 29-31 May 2003 Theme 5 Pushing...

EUA Convention of European Higher Education InstitutionsGraz, 29-31 May 2003

Theme 5

Pushing forward Bologna and Prague


Groups 5A+DNew structures and their impact

1 . Survey

• overriding principles of the two-cycle structure

• overriding structural principles of the first cycle

• focusing on the master phase • the doctoral phase


2. Basics: terminology and linksEmployability should not be mixed up with meaning nothing but a profession-orientation in a narrow sense (as readiness for particular profession)

• It should be seen in systemic context with LLL and training on-the-job schemes

• Aim is sustainable employability not just responding to short-term labour market concerns

• This results in employability as indicating:the ability to do something on an academic background, which society is willing to pay for.


• The link between employability and academic outcomes should be realised

a) by fostering analytic thinking, competent reasoning, the ability to structure information and arguments, and the ability to interact in a social context.

b) by preparation for pursuit of a particular profession, closely involving of professional associations and employers in curricular development

• Learning to learn should be addressed in particular


3. Employability in an academic context

and the “stepping-stone philosophy” • there are options in the balance between

academic content and the skills orientation according to the mission of the institution/ programme;

• all first cycle programmes must offer an option to enter the labour market;

• the HEIs should offer second cycle programmes (either research or professionally oriented)

Thus, stepping-stone concept is wrong if meant as serving as a stepping stone only


4. Course design, level descriptors and outcomes

• Curricula must be re-designed in order to give bachelor and master degrees meaning in their own right,

• The description of qualifications should shift from listing input characteristics to description through levels and learning outcomes and competencies

• to explore desired learning outcomes, there needs to be a structured debate with relevant stakeholders and graduates,


• Dublin descriptors of levels as general orientation are useful,

• but they have to be complemented more specifically with regard or academic fields


• Descriptive studies of academic cores and competencies (e.g. Tuning initiative) are appreciated, when serving as reference points for curriculum development and quality assurance

• However, these reference points should not be seen as binding normative standardizations (core curricula), but variations are possible if justified.

• States or EU should not impose core curricula by means of legal instruments or in any other way.

• There is a need for quality assurance systems in institutions and a governed system to maintain it.


5. Qualifications’ frameworks• Transparency should be provided for the national

qualifications by described the qualifications in terms of level, profile and learning outcomes thus forming national qualifications’ frameworks

• An overarching EHEA framework should be flexible enough to accommodate the national frameworks and it will serve as a translation tool between the national ones

• The EHEA framework should also address the need to develop an European standard against competitive systems.


6. Implementation strategies

• no blueprint for implementation,• due to different national legal setups, cultures

etc. implementation strategies should be introduced in a decentralized manner,

• HEIs must take the responsibility the implementation process


• in doing so, internal communication and learning processes must be established to enhance staff awareness and ownership,

• it is noted that there may be need for transitory steps to allow adaptation to the new system

• governments should set up incentives for implementation, namely provide specific funding.


7. Design of master’s level

• masters are open to a variety of approaches and outcomes, as long as they are transparent

• variety can pertain to research or skills orientation, it can be specialization or a crossover structure,

• however, master’s should not only a be second degree in time, but also in level. Even in a crossover master’s degree programmes there must be at least some learning experiences at master’s level.


8. Access and admission

Access means the right to be considered for admission, not automatic admission

• Access should be open in principle for holders of bachelor degrees or equivalent;

• no quotas should be set by governments; • there can be qualitative thresholds, defined

by institutions (there also can be capacity constraints).


9. Do integrated masters belong to Bologna?

• Group D – every degree has to be a stand-alone, to ensure students’ right to make choices.

• Group A – there was an opinion that 300 credit masters’ as first degrees are possible, but all programmes should at least provide an exit at bachelor’s level


10. Doctoral phase

Group 5D

• YES to inclusion of doctoral programmes in Bologna process;

• preparing for Ph.D can be varied: both taught programmes and individual supervision should be possible


11.Topics for further debate

• joint degree programmes,

• overlap (possibilities for transferring credits from bachelor to master phase)


Working Group 2: Transparency and recognition: ECTS and curricular reform

1. Endorsement and commitment: • a call to institutions to make the

implementation of ECTS as a central point of institutional policy leading to institution-wide

implementation.


2. Widening significance

• Building on the conclusions and recommendations of the Zurich Conference, ECTS has to be further promoted as both a transfer and accumulation system.

• The link has to be made between ECTS and learning outcomes in the context of lifelong learning:

• to enhance flexibility in the learning process • to facilitate recognition of informal learning


• The link between ECTS and learning outcomes may help to elaborate the qualifications’ frameworks.

• Further discussion is needed on the use of ECTS at doctoral level


3. Conceptualizing

• There is general need for information, including counselling, on:

ECTS key features (principles and tools)

the use of ECTS as an accumulation system

(methodology)

the potential of ECTS to bring about reform at institutional level in the context of the paradigm shift from teaching to learning

• In procedure, involvement and ownership must be provided. This means that academics and students have to be involved in the policy-making, implementation processes and designing workload.


4. Monitoring and quality assurance in ECTS application.

• Workload-based study concepts must be monitored in practice with regard to practicality of quantitative concept in reality

• Students must be involved in the evaluation of workload


Group 5 C Social dimension

• If tuition fees exist, balancing mechanisms need to be developed to gurantee equal access

• HEIs need to provide special services to increase access from underrepresented groups

• Services to facilitate access need to be financially better supported by funding agencies

• Student loans and grants should be made portable to increase mobility


• Social security systems, especially pension systems need to be more flexible to allow increased teacher mobility

• EUA should encourage the exchange of good practices with regards to HEIs‘support services for stundents and staff


• The value added to a student needs to be taken into account in quality and funding procedures

• There is need for a European survey on questions of access and social conditions of students

EUA Convention of European Higher Education Institutions Graz, 29-31 May 2003 Theme 5 Pushing...

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